Self-esteem, Gender, Family-communication-style and Parental Neglect as Predictors of Aggresive Tendencies among Secondary School Adolescents

Imhonde, Henry O.

doi:10.11591/ijphs.v2i3.2873

Cited by 5 publications

(5 citation statements)

References 19 publications

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“…The results show that teachers' perception of physical aggression among learners with moderate intellectual disability is significant. This is consistent with the submission of Imhonde (2013), who argued that aggression could be exhibited in different forms among individuals, such as by physical, mental, or verbal manifestations. Dodge et al (1990), asserted that children often have heightened sensitivity to rejection derived from early experiences of physical abuse or emotional neglect, which then triggers anxiety or angry states.…”

Section: Discussion Of Findingssupporting

confidence: 90%

“…Concerning gender differences, Crick (1996) and Crick and Grotpeter (1995), argued that aggressive behaviors in girls have been overlooked because they are seen from a different perspective than those of their male counterparts. Imhonde (2013) argued that aggression is exhibited in different forms among individuals, such as physical, mental, or verbal manifestations. Physical abuse has repeatedly been linked to delinquency and interpersonal violence in adolescence (Manly et al, 2001;Smith & Thornberry, 1995).…”

Section: Types Of Aggressive Behaviormentioning

confidence: 99%

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Types of Aggressive Behavior Among Learners With Moderate Intellectual Disability in Nigeria as Perceived by Teachers

Jacob

Pillay

Oyefeso

2021

JTQ

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This study examined aggressive behavior (verbal aggression, physical assault, socially unacceptable and destructive behavior) among learners with moderate intellectual disability in south-western Nigeria, through teachers’ perceptions. The study used a descriptive survey design. Convenient sampling technique was used to select respondents (87 teachers of pupils with intellectual ability in private and public schools in south West Nigeria). The aggressive behavior scale (ABS) was used to elicit responses. Data retrieved was analysed using descriptive and inferential statistics. Results showed that teachers’ perception of the developmental trend of aggressive behavior among learners with moderate intellectual disability was significant (T = 44.385, Mean Difference = 3.115 while p < .05). Also, there was no significant gender difference in verbal aggressive (F=0.997, p>.05), physical aggressive (F=3.628, p>.05), socially unacceptable aggressive (F=1.233, p>.05), and destructive behavior (F=0.571, p>.05). Interventions should be in line with these.

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Section: Discussion Of Findingssupporting

confidence: 90%

Section: Types Of Aggressive Behaviormentioning

confidence: 99%

Types of Aggressive Behavior Among Learners With Moderate Intellectual Disability in Nigeria as Perceived by Teachers

Jacob

Pillay

Oyefeso

2021

JTQ

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“…In the academic domain for instance, research conducted primarily in the United States has suggested that gender variations exist in students’ academic self‐efficacy regarding certain school subjects, such as science, language arts, or math (Britner & Parajes, , ; Bussey, ; Else‐Quest, Hyde, & Linn, ; Usher & Parajes, ). Similarly, gender differences in self‐esteem among older youth have been reported by a few studies conducted in sub‐Saharan Africa (Atindanbila, Winifred, & Awuah‐Peasah, ; Imhonde, ). Gender roles might account for gender differences in academic self‐efficacy (Kling, : Nunn & Thomas, ).…”

Section: Academic Self‐efficacymentioning

confidence: 59%

Academic Self‐efficacy Among Junior High School Students in Ghana: Evaluating Factor Structure and Measurement Invariance Across Gender

Ansong

Eisensmith

Masa

et al. 2016

Psychology in the Schools

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Self-efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths' perceptions of their ability to achieve academic success. This study examined the cross-cultural suitability and psychometric properties of an academic selfefficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high-school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one-dimensional scale for assessing young Ghanaians' perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self-efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self-efficacy of youth, both in sub-Saharan

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“…Self-esteem merupakan hasil penilaian dari orang lain terhadap diri sendiri sebagai bentuk meningkatkan kepercayaan diri dan membuat perasaan individu terhadap diri mereka sendiri menjadi lebih baik (Setiono & Dwiyanti, 2020). Individu yang memiliki self-esteem yang rendah cenderung merasa tidak nyaman tentang diri mereka sendiri (Imhonde, 2013). Remaja yang memiliki self-esteem rendah cenderung memiliki permasalahan terhadap mental seperti kecemasan dan depresi sehingga lebih mungkin melakukan perilaku konsumtif sebagai upaya menekan sementara permasalahanpermasalahan yang dihadapinya (Lök, dkk., 2017).…”

Section: Pendahuluanunclassified

Pengaruh Gaya Hidup Hedonis dan Self-Esteem terhadap Perilaku Konsumtif pada Remaja di Surabaya

Ritonga

Adiati

2022

BRPKM

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Tujuan dari penelitian ini untuk mengetahui adakah pengaruh gaya hidup hedonis dan self-esteem terhadap perilaku konsumtif pada remaja di Surabaya. Partisipan penelitian merupakan remaja usia 17-24 tahun dan belum menikah yang berdomisili Surabaya (N=384). Pengumpulan data menggunakan Metode survei dan alat ukur yang digunakan, antara lain perilaku konsumtif Rosenberg Self-Esteem Scale (RSES) yang telah diadaptasi dan ditranslasi, dan gaya hidup hedonis yang telah di modifikasi. Data analisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan nilai t sebesar 6,341 dan signifikansi 0,000 (p<0,05) untuk gaya hidup hedonis dan nilai t sebesar -1,143 dengan signifikansi 0,025 (p<0,05) untuk self-esteem. Analisis antara gaya hidup hedonis dan self-esteem dengan perilaku konsumtif dengan nilai koefisien korelasi berganda (R) sebesar 0,312. Artinya perilaku konsumtif memiliki pengaruh yang cukup kuat dengan gaya hidup hedonis dan self-esteem.

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Self-esteem, Gender, Family-communication-style and Parental Neglect as Predictors of Aggresive Tendencies among Secondary School Adolescents

Cited by 5 publications

References 19 publications

Types of Aggressive Behavior Among Learners With Moderate Intellectual Disability in Nigeria as Perceived by Teachers

Types of Aggressive Behavior Among Learners With Moderate Intellectual Disability in Nigeria as Perceived by Teachers

Academic Self‐efficacy Among Junior High School Students in Ghana: Evaluating Factor Structure and Measurement Invariance Across Gender

Pengaruh Gaya Hidup Hedonis dan Self-Esteem terhadap Perilaku Konsumtif pada Remaja di Surabaya

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